Grade+four

Here is a list of grade four subjects. Put your lessons in the appropriate subject.

=__**Math**__= [|Interactive Math]- great site that has interactive games for students to work through to help them with math. Can be used in other grades as well. [|Interactive Games]- interactive games for students to play to help them with their math. [|Themed Math Worksheets]- great site that has themed worksheets for the concepts taught in grade 4 math. [|M&M Math]- this is a great lesson that uses M&M's to teach students about math concepts. Students will be able to make cookies that will teach them about measurement as well as figure out how many M&M's are in the cookies. [|Fractions]- lesson to teach students about fractions. [|Grade 4 Math]- site that has lessons and activities for each unit in grade 4 math. [|Fraction Lesson]- a lesson that teaches students about fractions.

=__**Science**__=

**[|Core Unit: Cells and Systems]**
[|Looking at Cells]- this lesson looks at cells and the names of the parts. [|Looking at a Cell]- this is a interactive website that teaches students the parts of a cell and their functions. [|Egg as a Cell]- an experiment with an egg that teaches students about cells as well as collecting data in science experiments. [|Carrot Experiment]- an experiment using a carrot to teach students about cells as well as the process of collecting data in experiments. [|Exploring Cells]- this is a great site that allows students to explore what a cell looks like and look at the parts of a cell.

**[|Core Unit: Forms of Energy]**
[|Energy and Forces]- this is a great site with activities for students to do teach them about energy and forces.

**[|Core Unit: Fossils and Rocks]**
[|Information Page]- Information page for teaching about rocks and soil. [|Rock Cycle]- A site that teaches you about the rock cycle. [|Types of Rocks]- a site that teaches you about the types of rocks and how to tell what kind of rock you have. [|Rocks and Minerals]- great site that helps teachers teach the grade 4 unit on rocks and minerals.

**[|Core Unit: Predicting Weather]**
[|Predicting Weather]- a lesson on predicting weather. [|Weather Unit]- here is a unit on weather. May need to be adapted for grade 4's and some lessons are not on predicting weather.

**[|Optional Unit: Electricity and Magnetism]**
[|Magnet Lesson Part 1]- this is a lesson on magnets. [|Magnet Lesson]- this is a lesson plan that continues from the lesson above and engages students in working with magnets. [|Fruity Electricity]- this is a lesson that uses an experiment with fruit to explain the importance and role of electricity. [|Electricity site]- website for students to learn about electricity and how it works. [|Building Circuits]- a lesson that teaches you how to build a circuit.

**[|Optional Unit: Light]**
[|Light Experiments]- experiments on light.

**[|Optional Unit: Senses]**
[|Senses Unit]- here is a unit on the senses.

**__Other Resources:__**
[|Grade 4 Science Activities and Units]- this site has units and activities for teaching grade 4 science. [|Grade 4 Science Activities]- Great site that has links to activities for students to teach them about the concepts taught in grade 4 science.

=__**Social**__=

__**[|Module 2: Saskatchewan Places]**__
__Saskatchewan Places__ - Students will become familiar with different places in Saskatchewan and the meanings of the names of those places. - Students will know that there are various kinds of communities that exist in northern/southern, and rural/urban areas of the province. - Students will appreciate and value the province as a desirable place to live and work. - some prior knowledge of Saskatchewan places will help them with the activity. Equipment/Materials** - the book Happy Centennial Saskatchewan - worksheets - map of Saskatchewan - Read the book Happy Centennial Saskatchewan. - Ask questions while reading the story to activate prior knowledge. - Brainstorm places in Saskatchewan. - Hand out a map of Saskatchewan. - Hand out the worksheet. - Allow students to work on questions. - They can use the map for guidance. - When they get that done they can locate these places on the Saskatchewan map that was handed out earlier. - They can color their map when and located the places on the map that are on the worksheet. - They can compare the answers with someone else who is also done the previous steps. - If students are having problems I will occasionally place town names on the board, and they just have to find what statement it goes with. - Give the students an exit slip - Have you heard of some of these places before? If so which ones? - Have you gone to any of these places before? If so which ones? - Were some of these questions hard to answer? - Did you use the map to help you answer some of the questions. - If there is still some time left we will have a large discussion about some of the questions on the exit slip. - Collect the worksheets and the exit slips - Color map - Locate places on the worksheet - Share and compare your answers with someone else is done
 * Teaching Strategy:** Assigned Questions
 * Learning Objectives:**
 * Prerequisite Learning:**
 * Lesson Preparation:
 * Presentation:**
 * Set (10 min)**
 * Development (25 min)**
 * Closure (5-10 min)**
 * Extensions:**

I am a province in Canada whose name means "swift flowing river" who am I _. I am a major river and valley in Saskatchewan. There is also a small town with this name. Who am I _. I am east of Regina and close to the Manitoba border. I am named after a certain kind of berry. Who am I. When the first people arrived at this place they found wild carrots growing by the river. Who am I_. When you arrive at this place you will see a big statue of a moose. My name has many stories behind, and one of the names means "warm breezes". Who am I You can find me in northern Saskatchewan and my name means "where one stands" Place that if people know that my name means " plenty of snow" they want to come if they like winter. Who am I. I am centered in Regina. The place is known as a creek that had bones from bison that had been killed by the Cree people. Who am I _. I am found east of Regina and the Souix meaning of this town is "the tail of the red fox". Who am I _. I am a place south of Moose Jaw. My name means " one who cooks with stones". Who am I. When this town was discovered a local settler decided to name it after her favorite composer. Who am I _. I am a large city who was named after a wild berry that grows in the area. Who am I _.
 * Saskatchewan Places ( Who Am I)**

__Saskatchewan places and their meanings__ - Students will appreciate and value the province as a desirable place to live and work. - Students will understand that various kinds of communities exist in northern/southern, and rural/urban areas of the province. - Students will practice seeing things from various points of view. - Have some prior knowledge of Saskatchewan places Equipment/Materials** - Paper - Pencil - Saskatchewan map - Crayons Set (8-10min)** - Brainstorm as a class Saskatchewan places and the native meanings behind these places. - Tell the story of Qu’Appelle to the class. - Tell them that story telling is a big part of the first nations way of life and story telling is how they learn most things. - Write Saskatchewan places with native meanings on paper and put them in a hat. - Get each student to pick a paper out of the hat and make up a story of how that place got its name. - Hand out a worksheet that will help them get started. - Tell students that there are no right or wrong answers. - If they finish that they can draw a picture that represents their story, and they can color it. - They can work on the floor or in their desks. - Students can volunteer to share their story with the class. - If they do not want to share with the class they can share in a small group or with a partner. - If students have finished their story and a picture they can share their story with another person in the class if they are done.
 * Teaching Strategy:** Creative Writing
 * Learning Objectives:**
 * Prerequisite Learning:**
 * Lesson Preparation:
 * Presentation:
 * Development (25min)**
 * Closure ( 5min)**
 * Extensions:**
 * Worksheet**

The name of my town is, and this is how it got its name...

__Tourism in Saskatchewan__ - Students will know that there are various kinds of communities that exist in norther/southern, and rural/urban areas of the province. - Students will learn to interpret and create maps and graphs. - Students will appreciate and value the province as a desirable place to live and work. - Have some knowledge on Saskatchewan and places that tourists would like to go. Equipment/ Materials** -Paper -Pencil -Computers -Maps of Saskatchewan Set (5 min)** -As a class we will brainstorm different areas in Saskatchewan that tourist like to visit and go for holidays. - Ask students if any students have gone to these places. - Divide the students into their groups of four. - Put tourist places on a paper and fold them up and put them in a hat. Allow a student from each group to pick one and that is the place they will be planning a holiday around. - Get students to the computer lab. - Students will go on the computer and research the place that they have received. - When done researching students will be planning a trip to this place. -You will be at this place for one week and you are allowed two days for traveling. - They will need to include a map and draw out the route that they will take to get their. - How will they get there (car, bus, etc) -How far away is this place from Regina -If they are taking a bus how will they go to get a ticket and any other information that they will need to take the bus. - Activities that they will take part in when they are at this place. -A time table that maps out what each day of their stay will look like. (Remember to put where you will eat and approximately how much it will cost) -Estimate how much this trip will cost you. -Remember to consider other tourists that will be there. ( Have back up plan incase the activities that you want to do are booked). -Include a picture of the place that you are going. -Where will you stay while you are at this place and how much will it cost. -What kinds of things will you need to take on this trip. - When back in the classroom and everyone is done allow students to form a group of eight and share their place that they are going and their plans for their holiday. - Discuss how much the trip will cost you and what you will be doing their. - Have a large group discussion and ask students what kinds of holidays Saskatchewan can provide its citizens and tourists. -Do many people live in the places that is a tourist attraction. - Students can edit their work and make a good copy that is in the style of a brochure. -Get students to pretend that they have gone on a trip and get them to pick one of their activities and create a story about it. What was the activity? What happened? Was it memorable? Was it funny or sad?
 * Teaching Strategy:** Group Work/Research Projects
 * Learning Objectives:**
 * Prerequisite Learning:**
 * Lesson Preparation:
 * Presentation:
 * Development ( 2-3 classes)**
 * Closure( 10 min)**
 * Extensions:**

__Looking at cities in Saskatchewan__ -** Students will know that where people choose to live is related to various factors including opportunities for work. - Students will learn to see relationships between population distribution and opportunities for work. - Students will appreciate and value the province as a desirable place to live and work. - Have some prior knowledge of Saskatchewan places. Equipment/Materials** - Computers Set ( 5-7 Min) -** Before going to the computer lab give students there assignment and have a large group discussion about population. - Get them to define population. - Ask them how many people have to live in a place before it is considered a city, town, village. - I will put the names of cities on to pieces of paper and fold them and place them into a hat. (Estevan, Lloydminster, Melfort, Melville, Moose Jaw, North Battleford, Prince Albert, Regina, Saskatoon, Swift Current, Weyburn, Yorkton). - Give the students their partners. - Go around with the hat and get each pair to pick a paper out of the hat. - The paper that they pick is the city that they will be researching.
 * Teaching Strategy:** Group Work/Research projects
 * Learning Objectives:
 * Prerequisite Learning:**
 * Lesson Preparation:
 * Presentation:

Day 1 -** When in the computer lab tell students that they will be using the computers to research their city. - These are the things that they need to find: 1) What is the population of the city? 2) What highways lead to the city? 3) What town is the closest to the city? 4) What are the names of the parks that are located in the city? 5) What waterways run through the city? 6) Are there any lakes near the city? 7) What tourist sites does the city have? 8) What kind of work opportunities does the city have? 9) How old is this city? 10) Where are the businesses and industrial areas located in the city? 11) Does the city have an airport if so where is it located? 12) What kind of recreational opportunities does this city provide people with? - These questions will be on a sheet for the students to look off. - Students will work together to finish the assignment encourage them to break the parts up. - One other fact that you think people should know about. -** Students can finish their research if not done yet. - Students will take their information that they collected and make a brochure for the city that they researched. - This will have to be done when the computer lab is open or else students can do this assignment of pen and paper if computer lab is hard to get into. - Again students will have to work together to finish their brochure. - The brochure should include the questions that they had to research. -** This will only be used if the class needs it to finish up any of the tasks in the development. -** Students will break off and join a different group, and they will show their brochure and teach that group about the city that they researched. - Large group discussion - Why do some places have a large population while others do not? - What makes people move to a certain place? - Ask for one volunteer to show their brochure. -** If students finish their research before everyone else I will give them the instructions to make the brochure. I will also make sure that they have answered all the questions that I asked them to answer. - When students finish their brochure I will ask them to go through it one more time and edit it. - If another group finishes I will combine the groups, and they will edit each others work.
 * Development( 2-3 classes)
 * Day 2
 * Day 3
 * Closure ( 10 min)
 * Extensions:

__**[|Module 3: Saskatchewan Heroes]**__

__Saskatchewan Heroes__ - Students will know that many Saskatchewan women, men, and children may be recognized as heroes. - Students will know that people in many areas of work and recreation may be heroes. - Students will appreciate and value the achievement and contributions of people in their own community and province. - Students will access, organize, and present information. - Some knowledge of Saskatchewan places Equipment/Materials** - The book All About Famous Canadians from Saskatchewan - Poster size paper - Markers, pencil crayons Set (10 min)** - Read the book All About Famous Canadians from Saskatchewan. - Ask questions throughout the story. - Brainstorm things as a class that make people famous. - Get students to make a poster of themselves. - Get them to pick something that they want to be famous at. - On the poster get them to describe what they do and why they are famous. - Share with the group or with a partner. - In a large discussion ask the students if they picked something that they are interested on doing when they are older. - Get them to describe a classmates poster to the class and say one thing that they liked about it.
 * Teaching Strategy:** Concept Mapping
 * Learning Objectives:**
 * Prerequisite Learning:**
 * Lesson Preparation:
 * Presentation:
 * Development ( 20 min)**
 * Closure ( 5 min)**

__**[|Module 1: Saskatchewan's First Peoples]**__
[|Plains Indians]- an excellent site that helps teachers and students learn about First Nations peoples. This site focuses on the Plains Indians.

__**[|Module 3: Agriculture and Related Issues]**__
__Introducing Agriculture Unit__ Set: - Put together a mystery bag that contains items that deal with agriculture. (ex) toy farm animals, seeds, toy blocks, toy tractors. - Give each student a chance to feel inside of the bag without looking. - After they have felt get them to answer these questions: 1) What are some of the things that you felt? 2) What do you think the unit that we will be learning about? - They should guess agriculture. Development: Ask students: 1) What is Agriculture? 2) Why is it important? 3) What are some things that farms provide us with that we need in order to live? - Get students to turn a talk with a classmate and brainstorm a list of crops that grow in Saskatchewan. - Discuss as a class when done. - If you have pictures of some of these crops show the students (I did this lesson on the smartboard so they were able to see pictures). - Bring four different types if seeds that grow in Saskatchewan into the classroom ( I used Wheat, Oats, Flax, and Barley) - Put these into ziploc bags and do not label them. - Get students to go into groups and see if they can identify what type of seeds they are. - Review when everyone is done. Closure: - Get students to write an exit slip explaining two things that they learned during the class.

__Growing Crops__

Set: - Ask students how do we grow crops? - What do crops need to grow? - Why do some things only grow in certain parts of the world?

Development: - Use wheat and germinate them in front of the class. - Break students into 4 groups. - Give each group a different kind of crop. (Each group member will grow their own seed) - Wheat - Barley - Oats - Flax - Get the groups to decide how they are going to take care of their crops. - Who is going to water it on which days? - Where would be the best spot be to put it in the classroom?

Closure: - As a large group ask students if they have decided how they are going to take care of their crop? - Give students their assessment folder and get them to put what they learned in class. Ask students to put things that they wonder or what they want to know.

__Food Fair__ Set: - Ask students what is one of the most important things that farms provide us with? (food and clothing) - Have a small discussion about some of the animals that provide us with clothing. Development: - Introduce students to the food fair. -Have stations set up around the class with different foods on them. - Have slips of paper and a container so students can put their guesses of where each comes from. 1) cereal 2) milk 3) oatmeal 4) eggs 5) bread 6) spaghetti 7) crackers 8) canola oil 9) chicken wings - When students have visited each station reveal what the answers are. Closure: - Give students an exit slip and get them to answer what food they were most shocked about and one that they got wrong.

__**[|Module 1: Decision Making, Rules, and Laws]**__
[|Exploring Laws]- here is a lesson that teaches students about laws and why they are important to have them. [|Rules vs Laws]- here is a lesson teaching students about laws and rules and what the difference between the two are. [|Paper Clip Game on Rules]- this is a lesson that gets students to play a game with paper clips and teaches them the importance of having rules and what would happen if we did not have any.

__**[|Module 2: Provincial Government Makes Decisions]**__
[|Legislative Assembly]- site that provides teachers with background information about the Legislative Assembly of Saskatchewan to help teach students about the provincial government.

__**[|Module 3: Making Decisions for Change]**__
=__**Language Arts**__=

__**Other Resources**__
[|Grade 4 Games]- here is a site with grade 4 computer games.

__**Writing**__

Grade: 3-4 Topic: Build your wild self

Objectives: - Students will demonstrate that they can write a descriptive story. - Students will practice working through the writing process.

Materials: - Student’s wild selves that were created in computers - [|www.buildyourwildself.com]

Set: - Give students their wild selves that they created in computer class. - Get them to write a story about their creation. Things to include: - Describe what your creation looks like. - What are some of their body parts used for? - Does it have any special abilities/powers? - What kind of adventures have they been on?

Development: - Students will be given time to work on their pieces. (this may take a couple of class periods). - Students will work through the writing process. - brainstorming - rough draft - Editing - Revising - Publishing ( type these on the computer)

Closure: - Students can share their pieces with the class. - Use voice thread by getting students to record their stories and place these on the blog.

Assessment: - Use a rubric to see if students included the information needed. - Put these on the bulletin board in the hallway. ( Put in students portfolios after they are displayed in the hallway.)

[|Reading Comprehension Worksheets]- this is a great site with reading comprehension worksheets.

[|Language Arts Unit]- great unit that teaches students different aspects in language arts and gets them to think about the things and people that are a part of their every day lives.

[|Battleship Spelling]- a game of battle ship but instead you use your spelling words.

[|Lanugage Arts Lessons and Activities]- great site that has lessons and activities for teachers to do with their students in all areas of language arts.

[|Grade 4 Language Arts]-site that has links to websites with lessons for teaching grade 4 language arts.

=__**[|Health]**__=

(Click on health to get the objectives from the Saskatchewan curriculum).

__**Body Systems: Digestive System**__
[|Digestive System]- here is a lesson on the digestive system.

__**Avoiding Dangerous Situations ( Saying no to drugs, alcohol, and smoking)**__
[|Saying NO]- here is a lesson teaching students how to say no to drugs and what drugs can do to you.

__**Growth and Development (physical changes)**__
[|Physical Changes in Puberty]- here is a lesson teaching students what puberty is and the physical changes that males and females go through during puberty.

__**Other Resources**__
[|Heart Worksheets]- worksheets for students to print that help them teach students about the heart. [|Winter Survival]- here is a lesson that teaches students how to survive in the winter.

=__**Phys.ed**__=

__**Educational Games**__
Grade: 3-4 Topic: Creating Games

Objectives: - Students will demonstrate that they can work as a group. - Students will be able to create a game that uses the volleyball skills that they have learned.

Materials: - Depends on what the students need for their game.

Set: - After students change do laps and stretch get them to the circle. - Tell them that they will be getting a chance to be the teacher. - They need to create a game that uses the volleyball skills that we have learned (bumping, serving). They need at least one of these skills in their game. - Their game needs to have rules, boundaries, and a score. - They need to teach the class the game (2-3 minutes) then the class will get a chance to play the game. - They are able to use any equipment that they want. - They will be working in 2 groups of 5 and one group of 4.

Development: - Give them a chance to go with their groups and construct their game and practice. - Get them to write down instructions /idea down.

Closure: - Bring students back to see where they are at with their games. - If they need more time they can work on it next time. If not we will start to present next day.

Extensions: - If most groups are finished before class is finished then they can start presenting. - When groups get finished make sure that they have practiced enough and then they can work on their volleyball skills with a partner that is done as long as they are not near any of the groups that are working on their game.

Assessment: - Get student to hand in their copy of their instructions for their game. - Mark these using a rubric as well as their presentation of their game.

Give this to fill in...

Group members:

Name of game:_.

Equipment:_

__How to play game:__

__Rules of game:___

__Boundaries for game (Where can you go and can’t go):__

__How do you score points:___

[|Phys.ed Lessons for all Grades]- great site with lessons for students of all ages in phys.ed.

=__**Visual Arts**__= [|Origami]- this is a great lesson that teaches students how to do origami. This could be done in a unit that teaches students about Japan and can be used in unit 4 the world of art.

[|Visual Arts Lessons for all Grades]- great site with links to activities and lessons for teaching all grades in visual arts.

[|Visual Art Lessons]- site with links to sites with activities for students to do in visual art.

=__**Dance**__= [|Moving to the Beat]- this is a great lesson that gets students to move around in a variety of ways to a beat. [|Space Jam Dance]- this is a lesson that teaches students a dance to the song space jam. They learn to move to the music and can potentially to the dance with a basketball.

=__**Drama**__=

=__**Music**__=